b. 12 and 37. Standard: 6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions
45.
5.1 Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions)
5.3 Use the mole concept to determine number of particles and molar mass for elements and compounds
5.5 Calculate the mass-to-mass stoichiometry for a chemical reaction.
c.
In our Chemistry book, we address standard 5.3 starting in chapter 3 (October), Standard 5.1, 5.5 happens in chapter 7-9 (April-May)
Standard 6.3 is addressed in June and is one of the final things we discuss in class
d.
For those items in standard 5, we did a number of chemical reactions where students had to balance the reaction and determine stoichiometric values for the products given starting amount of reactants. This combined the mole concept, stoichiometric equations, and of course chemical balancing
For standard 6.3, I didn't have any time to do any activities on it because I did this in the last year of school. I really would like more time to do some stuff with gases and in particular the kinetic molecular theory.
Workshop 3 - Web 2.0 tools
I know there was a list of videos I was supposed to embed but I feel this was a way cooler choice :)
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
Discussion, Generate data, and present or demonstrate
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Socratic Discusion regarding carbon usage and the amount of carbon we intake and release into the enviroment. *
Students would use laptop computers to explore an online activity with driving questions in which they need to seek knowledge from. Then, I would lead a discussion with the students asking them to give their opinions on what they read and whether or not they believe to what extent carbon footprint is important and then offer suggestions as to reduce it or why we need to change it
I really do like the making heat experiment but perhaps if I'm not teaching chemistry, I can utilize the tools to use the concentration in an enzyme reaction...some sort of catalysis activity. I would need probes for this experiment that measures CO2 or O2 output/intake. The probes usually connect into the USB hub of the laptops
Another computer activity. The wolfram page has a limitless array of really cool experiments and ideas. The students can research one topic, and prepare a powerpoint or prezi (preferably that) discussing the experiments, the science behind it, and relative uses of said technology in a real world setting.
Stage 1 Activity: Dependence of enzyme concentration on catalase enzyme activity
Objective: Students will optimize a protocol for measuring enzyme
Instructions:
Students will read the background essay asking to examine certain facets of the document: How do we use energy? How has our energy usage changed? What are greenhouse gases and why are they such a big problem?
Online component:
Students will go to the website and watch the presentation and be expected to have answers for the discussion questions. Since the questions on the activity are open ended, students will have different ideas.
Classroom materials:
We can write all the different ideas that students come up with on the board as a summary.
Assessment:
Students will write a one page reaction paper regarding their opinions on carbon emissions, how to be more energy efficient, or any topic addressed in the activity. Paper will be graded based on scientific accuracy, explanation of opinions, and use of examples from class. Stage 1 Activity Comments by E. Hines
The background essay was really good and the questions at the end help me understand the content better. I was unable to play with the interactive presentation on carbon footprint. Would have been a bit easier to read about what enzymes do instead? or the students have already gone over it enough?
The procedural knowledge website for the activity required tools my computer did not have and when trying to download it did not work. I could only glimpse at what their goal for the activity on the webpage. It seem a bit different from what the objective of the lesson was. The Concord activity is measuring energy dependence in amount of reactants in a process. I got confused since the goal was to measure enzyme activity versus enzyme concentration.I am so used to place enzymes with reaction rates (concentration versus time). Enzyme's lower the demand of energy for a process, hence the reaction can go faster. Is this describe as enzyme's activity? I suppose if I had complete access to the carbon footprint site I might have had a better understanding of the connections that I was supposed to make.
The applying knowledge was really hard to figure out for me since the Wolfram activities were all mostly about machines in Physics. I review all the activities available and could not find a good match for either rate of reaction or concentration versus energy. Conservation of energy in the other hand could have been a bit easier to match. I have a hard time with this lesson's activities since I have a really poor background in Biology. I hope a more experience biology teacher can appreciate better the work posted here.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students will design a prezi powerpoint presentation that investigate how chemical energy is transferred to heat energy in our bodies during metabolic activities. Before beginning, ensure that you understand the basic steps and effects of the above energy transformation. You will use prezi to connect the effects of this energy transfer to the overall functioning of the body. In this prezi, indicate what the energy transfers that remain in a closed and open environment and the overall changes to the system as this energy transformation occurs.
Once registered, click on new prezi in the left hand part of the page. Choose a template that is appropriate for analyzing the above topic question. I recommend using Center of Attention or Examine the Details as most appropriate templates. You must include at least 4 pods coming off the intro slide and demonstrate connections between at least two of them.
Web 2.0 Assessment Tool Comments by E.Hines
What is the Web 2.0 tool?
The web 2.0 tool is the Prezi, it is a power point style presentation where the images can be connected through a zooming capability..
How is the tool being used as an assessment of student understanding?
Describe with a brief statement.
Students are to create a prezi to show the connections between the effects of energy transformations in body functions. There was no information on the background the students had or grading reference.
Is the tool building Conceptual or Procedural Knowledge?
I think it is conceptual.
Is the tool an Expression of Student Knowledge?
I think that is the intent. I am assuming the students had gone through all the lessons pertinent to this topic ahead of time. Although if they have not this could be a good research type of assignments for them to find out.
Who is responsible for using the tool?
Is it the teacher or student?
The directions were given for the students to work completely independent with the tool.
Do the teacher and students share responsibility?
The students are basically responsible for its construction.
Describe.
There some parameters given to the students; ”must have at least 4 pods, and demonstrate connections between at least two of them. The teacher also made some suggestions for the students to use Center of attention or Examine the Details on the program.
When is the tool being used?
During class or anytime (24/7)? Does it matter?
It is use by the students to do their assignments after school.
Where is the tool being used?
In school, at home or both?
Possibly both.
Is or can it be used on a mobile device?
I think only on a laptop or PC, but I am not sure.
Would you use this assessment tool in your classroom? Why? Why not?
I would use it with a grading rubric attached to the directions to use the tool, and only as homework assignment.
Workshop 6 - Scientific Investigations
Write an objective for the investigation.
Match the energy on the cube with a common process that is used in the classroom every day.
State the task in 1-3 sentences.
Students will use the cubes made in the investigation and will perform a task utilizing the energy mentioned on the cube, which will act as a dice.
Describe the assessment. Note: you may certainly use Web 2.0, but it is not required.
Overall correctness of the demonstrations of the energy that are on the cube as indicated by brief written descriptions and relevance of class demonstration
Write the steps for the investigation.
Students will be divided into 6 groups. One will throw the cube, will take 20 seconds to gather materials for the demonstration and perform the energy, and the cube will be passed onto the next group
List the materials needed.
Part of the challenge is that they can only use the cube and materials that they find in the classroom.
Black Box Investigation
I can't get the pdf to save on my computer despite following the instructions. The energy options on my cube are: elastic energy, potential energy, kinetic energy, chemical energy, solar energy, thermal energy
Stage 2 Activity:
Objective: Students will investigate the roles of enzymes in a system and determine the activation energy of the chemical reaction.
Standard:
1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
Misconceptions: Scientific ideas are absolute and unchanging. There are good results and bad results.
Task:
Students will analyze their graphs from the catalase activity they plotted in the original experiment in workshop 5 in order to determine the activation energy using the formula: k=Aexp(−Ea/RT)
Procedure:
Using their graphs, they will determine the rate constant k and then will use that will determine the activation energy from their own experiments. They will also have to upload a flickr off their graph with the appropriates tags and label important parts of the graph with the various experimental variables. They will then look up the activation energy and compare their results to it and then compare their values to the rest of the class. They will then record and upload an oral discussion of their test results as a sound file on soundcloud and the other students will have to tag certain parts of the audio clip with their findings and how their results differ from the other groups
Grouping:
In their normal lab groups
Web 2.0 online component:
Flickr, picturing labeling and uploading, audio recording and uploading onto soundcloud. To check out the awesomeness of soundcloud go here. You can visit my soundcloud page here:
Classroom materials:
Computers, calculators, internet, results from previous lab, audio recording program
Assessment:
Students will write a conclusion comparing their results to the literature value and offer an analysis as to why their result was different and why their results may have differed from the rest of the class. There will be a rubric for all of this.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Michael Hirsch
Lesson Title: Enzymes and Energy
Grade Level: 9
State Standards:
1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
Lesson Question:
How do enzymes work? How enzymes use energy to serve their task? What is the importance of enzymes? When do enzymes fail?
Introduction:
Enzymes are a class of proteins responsible for helping change chemicals from one form into another. They are found in every living organism on Earth and the work by reducing the amount of energy a chemical reaction needs to function. We will be looking at one enzyme called catalase that is changes to a dangerous molecule called hydrogen peroxide (H2O2) to something much less dangerous. What do you suppose that molecule is: _?
Task:
We will "extract" the catalase enzyme from potatoes. Watch a video on how catalase can be extracted from potatoes and produce a procedure from the video!
We will then look at the effects of changing the pH and temperature at the enzyme activity.
Process (include all steps of the lesson procedure):
Use your Glogster account to make a graphic interpretation of the lab procedure as gleaned from the video above.
Make a separate glogster file of your results bar graphs with tagged comments on each bar indicating the raw data value.
This document contains your data table and lab vidcast instruction
Finally, you will create a set of 5 questions about your lab results on Survey Monkey, send it to your classmates, and analyze the answers.
Conclusion:
By the close of this lab, you will be familiar with the rational of how enzymes can change and optimize a chemical reaction. You will also have gained an opportunity to see how your results are similar to that of your classmates and ask them questions or leave comments as to what they did that might have been different or similar to what your group did.
Assessments:
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Write a procedure using Glogster
All steps are represented in a graphic form
You are light on pictures but the steps are there
You included most of the steps with a couple pictures
You missed a bunch of steps and didn't include enough pictures
You didn't do one
Vidcast your lab results
All of your results were reflected with plenty of graphical evidence
All of your results were reflected with several pieces of graphical evidence
All of your results were reflected with most of your graphical evidence
Some of your results were reflected with a little graphical evidence
You didn't do one
Comment on the validity of others lab results
You left an excellent comment or question that facilitated discussion
You left a question that was easy to answer but it expanded the scope of the lab results
You left a related, but superficial comment
You left a comment but it wasn't related to the experiment
You didn't leave one
Ask important questions about your lab results
You asked 5 challenging but relevant questions
You asked 3-4 challenging but relevant questions and 1-2 easy ones
All your questions were easy but relevant
Your questions were either irrelevant or super easy
You didn't make one
Resources: (Please make sure that all digital media is linked and attributed!)
Worksheets/handouts used in the lesson: attached above
Class sets of books: no need
Video or audio materials: Laptops with audio and camera connections
Specific software: iMovie or Windows Movie Maker
Specific hardware: If not built into the computer, USB enabled webcams and microphones (one for each group of 4-5 students)
Specific websites: glogster, youtube, flickr, survey monkey
Teacher Notes:
This can probably be expanded to more to 2-3 periods depending on the number of extension activities
Workshop Wiki Page - Michael Hirsch
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. Questions 12, 45, 37
b.
12 and 37.
Standard: 6.3 Using the kinetic molecular theory, describe and contrast the properties of gases, liquids, and solids. Explain, at the molecular level, the behavior of matter as it undergoes phase transitions
45.
5.1 Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions)
5.3 Use the mole concept to determine number of particles and molar mass for elements and compounds
5.5 Calculate the mass-to-mass stoichiometry for a chemical reaction.
c.
In our Chemistry book, we address standard 5.3 starting in chapter 3 (October), Standard 5.1, 5.5 happens in chapter 7-9 (April-May)
Standard 6.3 is addressed in June and is one of the final things we discuss in class
d.
For those items in standard 5, we did a number of chemical reactions where students had to balance the reaction and determine stoichiometric values for the products given starting amount of reactants. This combined the mole concept, stoichiometric equations, and of course chemical balancing
For standard 6.3, I didn't have any time to do any activities on it because I did this in the last year of school. I really would like more time to do some stuff with gases and in particular the kinetic molecular theory.
Workshop 3 - Web 2.0 tools
I know there was a list of videos I was supposed to embed but I feel this was a way cooler choice :)
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
Discussion, Generate data, and present or demonstrate
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity: Dependence of enzyme concentration on catalase enzyme activity
Objective: Students will optimize a protocol for measuring enzyme
Activity type: Socratic discussion regarding carbon footprint
Instructions:
Students will read the background essay asking to examine certain facets of the document: How do we use energy? How has our energy usage changed? What are greenhouse gases and why are they such a big problem?
Online component:
Students will go to the website and watch the presentation and be expected to have answers for the discussion questions. Since the questions on the activity are open ended, students will have different ideas.
Classroom materials:
We can write all the different ideas that students come up with on the board as a summary.
Assessment:
Students will write a one page reaction paper regarding their opinions on carbon emissions, how to be more energy efficient, or any topic addressed in the activity. Paper will be graded based on scientific accuracy, explanation of opinions, and use of examples from class.
Stage 1 Activity Comments by E. Hines
The background essay was really good and the questions at the end help me understand the content better. I was unable to play with the interactive presentation on carbon footprint. Would have been a bit easier to read about what enzymes do instead? or the students have already gone over it enough?
The procedural knowledge website for the activity required tools my computer did not have and when trying to download it did not work. I could only glimpse at what their goal for the activity on the webpage. It seem a bit different from what the objective of the lesson was. The Concord activity is measuring energy dependence in amount of reactants in a process. I got confused since the goal was to measure enzyme activity versus enzyme concentration. I am so used to place enzymes with reaction rates (concentration versus time). Enzyme's lower the demand of energy for a process, hence the reaction can go faster. Is this describe as enzyme's activity?
I suppose if I had complete access to the carbon footprint site I might have had a better understanding of the connections that I was supposed to make.
The applying knowledge was really hard to figure out for me since the Wolfram activities were all mostly about machines in Physics. I review all the activities available and could not find a good match for either rate of reaction or concentration versus energy. Conservation of energy in the other hand could have been a bit easier to match.
I have a hard time with this lesson's activities since I have a really poor background in Biology. I hope a more experience biology teacher can appreciate better the work posted here.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students will design a prezi powerpoint presentation that investigate how chemical energy is transferred to heat energy in our bodies during metabolic activities. Before beginning, ensure that you understand the basic steps and effects of the above energy transformation. You will use prezi to connect the effects of this energy transfer to the overall functioning of the body. In this prezi, indicate what the energy transfers that remain in a closed and open environment and the overall changes to the system as this energy transformation occurs.
Sign up for a Prezi account here:
https://prezi.com/profile/registration/?license_type=PUBLIC
Once registered, click on new prezi in the left hand part of the page. Choose a template that is appropriate for analyzing the above topic question. I recommend using Center of Attention or Examine the Details as most appropriate templates. You must include at least 4 pods coming off the intro slide and demonstrate connections between at least two of them.
Web 2.0 Assessment Tool Comments by E.Hines
What is the Web 2.0 tool?
The web 2.0 tool is the Prezi, it is a power point style presentation where the images can be connected through a zooming capability..
How is the tool being used as an assessment of student understanding?
Describe with a brief statement.
Students are to create a prezi to show the connections between the effects of energy transformations in body functions. There was no information on the background the students had or grading reference.
Is the tool building Conceptual or Procedural Knowledge?
I think it is conceptual.
Is the tool an Expression of Student Knowledge?
I think that is the intent. I am assuming the students had gone through all the lessons pertinent to this topic ahead of time. Although if they have not this could be a good research type of assignments for them to find out.
Who is responsible for using the tool?
Is it the teacher or student?
The directions were given for the students to work completely independent with the tool.
Do the teacher and students share responsibility?
The students are basically responsible for its construction.
Describe.
There some parameters given to the students; ”must have at least 4 pods, and demonstrate connections between at least two of them. The teacher also made some suggestions for the students to use Center of attention or Examine the Details on the program.
When is the tool being used?
During class or anytime (24/7)? Does it matter?
It is use by the students to do their assignments after school.
Where is the tool being used?
In school, at home or both?
Possibly both.
Is or can it be used on a mobile device?
I think only on a laptop or PC, but I am not sure.
Would you use this assessment tool in your classroom? Why? Why not?
I would use it with a grading rubric attached to the directions to use the tool, and only as homework assignment.
Workshop 6 - Scientific Investigations
Match the energy on the cube with a common process that is used in the classroom every day.
- State the task in 1-3 sentences.
Students will use the cubes made in the investigation and will perform a task utilizing the energy mentioned on the cube, which will act as a dice.- Describe the assessment. Note: you may certainly use Web 2.0, but it is not required.
- Write the steps for the investigation.
- List the materials needed.
Part of the challenge is that they can only use the cube and materials that they find in the classroom.Overall correctness of the demonstrations of the energy that are on the cube as indicated by brief written descriptions and relevance of class demonstration
Students will be divided into 6 groups. One will throw the cube, will take 20 seconds to gather materials for the demonstration and perform the energy, and the cube will be passed onto the next group
Black Box Investigation
I can't get the pdf to save on my computer despite following the instructions. The energy options on my cube are: elastic energy, potential energy, kinetic energy, chemical energy, solar energy, thermal energy
Stage 2 Activity:
Objective: Students will investigate the roles of enzymes in a system and determine the activation energy of the chemical reaction.
Standard:
1. The Chemistry of Life
Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
Misconceptions:
Scientific ideas are absolute and unchanging.
There are good results and bad results.
Task:
Students will analyze their graphs from the catalase activity they plotted in the original experiment in workshop 5 in order to determine the activation energy using the formula:
k=Aexp(−Ea/RT)
Procedure:
Using their graphs, they will determine the rate constant k and then will use that will determine the activation energy from their own experiments. They will also have to upload a flickr off their graph with the appropriates tags and label important parts of the graph with the various experimental variables. They will then look up the activation energy and compare their results to it and then compare their values to the rest of the class. They will then record and upload an oral discussion of their test results as a sound file on soundcloud and the other students will have to tag certain parts of the audio clip with their findings and how their results differ from the other groups
Grouping:
In their normal lab groups
Web 2.0 online component:
Flickr, picturing labeling and uploading, audio recording and uploading onto soundcloud. To check out the awesomeness of soundcloud go here. You can visit my soundcloud page here:
Classroom materials:
Computers, calculators, internet, results from previous lab, audio recording program
Assessment:
Students will write a conclusion comparing their results to the literature value and offer an analysis as to why their result was different and why their results may have differed from the rest of the class. There will be a rubric for all of this.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Michael Hirsch
Lesson Title: Enzymes and Energy
Grade Level: 9
State Standards:
1. The Chemistry of Life
Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
Lesson Question:
How do enzymes work? How enzymes use energy to serve their task? What is the importance of enzymes? When do enzymes fail?
Introduction:
Enzymes are a class of proteins responsible for helping change chemicals from one form into another. They are found in every living organism on Earth and the work by reducing the amount of energy a chemical reaction needs to function. We will be looking at one enzyme called catalase that is changes to a dangerous molecule called hydrogen peroxide (H2O2) to something much less dangerous. What do you suppose that molecule is: _?
Task:
We will "extract" the catalase enzyme from potatoes. Watch a video on how catalase can be extracted from potatoes and produce a procedure from the video!
We will then look at the effects of changing the pH and temperature at the enzyme activity.
Process (include all steps of the lesson procedure):
Use your Glogster account to make a graphic interpretation of the lab procedure as gleaned from the video above.
Make a separate glogster file of your results bar graphs with tagged comments on each bar indicating the raw data value.
This document contains your data table and lab vidcast instruction
Finally, you will create a set of 5 questions about your lab results on Survey Monkey, send it to your classmates, and analyze the answers.
Conclusion:
By the close of this lab, you will be familiar with the rational of how enzymes can change and optimize a chemical reaction. You will also have gained an opportunity to see how your results are similar to that of your classmates and ask them questions or leave comments as to what they did that might have been different or similar to what your group did.
Assessments:
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes:
This can probably be expanded to more to 2-3 periods depending on the number of extension activities